Poverty should be defined in multi-dimensional terms. Define, using Essay

Neediness ought to be characterized in multi-dimensional terms. Characterize, utilizing models from your more extensive perusing - Essay Example Alternately, there have been instances of destitution decrease is sure creating nations for instance, Ghana, Bolivia, Cambodia and Tanzania. This is great however, the battle against neediness is genuine and it will take the coordinated effort of the individuals, governments and worldwide associations to win it. Destitution has been generally comprehended as far as salary as of not long ago. Being poor implied that an individual could just give a legitimate eating regimen at home. Notwithstanding, neediness is far in excess of a shortage of salary or food accessibility. It is progressively about the forswearing of decisions and openings that are essential for one to lead a not too bad, wellbeing and long existence with confidence, regard and poise. Individuals essentially live in campgrounds, ghettos and in poor day to day environments since they have no other decision. Almost 50% of the world’s populace is looked by issues, for example, having scarcely any abilities to conten d in the market, numerous medical issues and next to zero pay by any stretch of the imagination. There are numerous parts of destitution that are between connected coming about to an endless loop (Bhalla 2002:79). As it were, destitution is a multi-dimensional idea and a portion of its aspects include: I. Bungle of Resources The world is invested with various assets as minerals, oil, and a huge work power among numerous others (Chen and Ravallion, 2008:56). In many rates, assets are inadequately overseen prompting wastages and this adds to expanding neediness levels. This is normal to creating nations, for example, South Sudan where there are consistent battles about assets. It additionally involves the inconsistent circulation of assets among various areas that contributes high destitution level. ii. Food Mismanagement and Insecurity Food is a key requirement for human endurance and if not appropriately oversaw it could prompt craving among the populace (Ivanic and Martin, 2008). F ood security is vital for the development and improvement of an economy since it guarantees that there is a steady flexibly in any event, during droughts. Food uncertainty is regular in most creating nations attributable to variances in climate examples and absence of proper stockpiling instruments. iii. Unforeseen weakness Disease and incapacity may frustrate people from working in this manner constraining their salary. In the event that the provider is sick, it implies that the whole family will be contrarily influenced. This not just means loss of pay and an expansion in costs because of the requirement for medicinal services. Different reasons for neediness include: war and uncertainty, the spread of HIV/AIDS, poor infrastructural and institutional turn of events and defilement (Department for International Development (DfID, 2009). This paper investigations neediness as a multi-faceted idea with respect to fumble of food and assets. It further glances at the point of view of de stitution by associations like the UN and World Bank. It likewise gives a top to bottom examination of the advancement made by nations towards the accomplishment of the MDGs. At last, the paper analyzes a portion of the pointers of neediness levels including diverse countries’ GDP and the human advancement file (HDI) Poverty from Mismanagement of Food and Security Thousands of individuals kick the bucket each day of craving related causes as per ongoing reports. Lamentably, it is youngsters who kick the bucket most oftentimes yet there is a bottomless gracefully of nourishment for the world’

Study Of The Term Gifted In America History Essay

The most punctual known reference of the term skilled in America can be followed back to 1868. It was in St. Louis in 1868 that the regulator of schools in St. Louis made endeavors to tended to the guidance of gifted understudies. In 1901 a school in Worster, Massachusetts was the principal school to offer a specific school for the skilled. Inquisitively bounty, the accompanying significant improvement in the historical backdrop of the talented in America must get down in Europe, as the advancements there had an effect upon the able issue of the historical backdrop of the skilled in America. In 1905, two Gallic research laborers, Binet-Simon, made a strategy for examining higher mental processes.2 The Binet-Simon â€Å" preliminary was utilized to help place school-matured children who were intellectually hindered. â€Å" 3 After the Binet-Simon preliminary in France, three significant advancements in the historical backdrop of the skilled in America happened from 1916-1918. The fi rst of the three significant advancements happened in 1916. In spite of the fact that the proficient undertaking of this paper, the â€Å" History of Gifted in America, † obviously includes the skilled in America, it must get down with this European milepost of the work contended in France in light of the fact that the Binet-Simon preliminary, â€Å" the main viable insight graduated table † 4, would be along these lines modified by an American research laborer by the name of Lewis Terman, who is also called the â€Å" male parent † of the capable guidance movement.5 The change would consequently be known as the Stanford-Binet preliminary in 1916.6 The adjustment of the Binet-Simon preliminary by Terman brought about the commended terminology, I. Q. or on the other hand IQ. The accompanying significant advancement in the historical backdrop of the skilled in America includes the Great War. In the wake of being pushed into the fog of the Great War by the Zimmerman Note, a finding was made by military functionaries in America to utilize two preliminaries â€Å" to quantify the fitness of nonreader, under-trained, or non-English discourse creation recruits and voluntaries, † for the war,7 ( of which Lewis Terman played a cardinal capacity as well.8 ) In 1917, the alpha and the Beta preliminaries were utilized by the military. Fitting to a site entitled ASVAB, â€Å" In 1917-1918, the Army alpha and Beta preliminaries were grown with the goal that military leaders could hold some progression of the capacity of their powers. The Army Alpha was a gathering managed preliminary that deliberate verbal capacity, numerical capacity, capacity to follow waies, and discernment of data. The Army Beta was a non-verbal inverse number of the Army Alpha. â€Å" 9 The third significant achievement I the field of the talented in America happened in 1918. It was in 1918 that Lulu Stedman set up a â€Å" chance room † for gifted students inside the University Training School at the Southern Branch of the University of California. â€Å" 10 During the mid-twentiess, four accomplishments added to the advancement of the historical backdrop of the skilled in America. With the finish of aiding in the inventive movement of an arrangement of meritocracy, which is a â€Å" cultural request dependent on evaluated degrees of local capacity † ,11 in 1921Lewis Terman directed the longest running longitudinal review of around 1500 students. Terman ‘s expectation for convey oning the review was to squash the conviction â€Å" that talented children were immature in nonintellectual nations. â€Å" 12 Ultimately, Terman reasoned that capable children exceeded expectations in scholastic nations and were sincerely secure.13 The second advancement in the nation of the skilled in America happened one twelvemonth in this way. In 1922, Leta Hollingsworth of Columbia University, an advocator for working with skilled understudies in New York, opened a â€Å" Opportunity classification in P.S. 165 in New York City † 14. T he accompanying two occasions concerned distributions of the two research laborers referenced supra. In 1925 Lewis Terman distributed Genetic Studies of Genius which inferred that â€Å" a ) subjectively extraordinary in schools, B ) to some degree better truly and sincerely in contrasting with typical understudies, qualification Celsius ) higher-up in scholarly themes in contrasting with the mean students, nutrient D ) genuinely steady, e ) best when guidance and family unit esteems were held in high regard by the family unit, and degree Fahrenheit ) endlessly factor in blend with the figure of characteristics showed by those in the studyaë†â ¦ † 15 The second work was distributed by Leta Hollingsworth in 1926. Hollingsworth ‘s work was entitled the Gifted Child: Their Nature and Raising and was viewed as the principal content version on capable guidance. Ten mature ages accordingly Hollingsworth set up P.S. 500, the Speyer School which was engaged after providing guidance for skilled Children.16 Despite the fact that a bunch of research laborers were striving to pass on taking care of the talented in America, the start of the Cold War would sling the issue of the skilled in America to the head of a significant number of the issues standing up to the state during the 1950s and sling the American specialists into the treatment of the skilled in America. In 1950 J.P. Guilford tested â€Å" an investigation of knowledge as a multidimensional idea † , and the â€Å" National Science establishment Act provid ( erectile brokenness ) government support for research and guidance in arithmetic, physical logical control, and innovation. â€Å" 17 In 1954, the â€Å" National relationship of Gifted children † was built up under the main of ann Issacs, in add-on to the assurance of Brown v. Leading body of Education which finished the â€Å" separate yet equivalent † theory in education.18 after the effective propelling of the Sputnick ballistic container in 1957 b y the Union of Soviet Socialist Republics, the United States had to focus its going to on its â€Å" human capital † and the territory of guidance in America. The United States started to pass enormous measures of capital with an end goal to put â€Å" the most splendid and skilled students who might exceed total compensation from a propelled math, logical control, and building. â€Å" 19 the accompanying twelvemonth, the â€Å" National Defense Education Act † flagged the main full graduated table venture by the government experts in the nation of the talented in America.20 In 1972 the Marland Report gave a conventional meaning of skill and recommended that schools embrace a definition which would remember scholarly and discerning blessing for add-on to driving capacity, visual capacity and psychomotor ability.21 In 1974, the â€Å" Office of the Gifted and Talented † was given authority status.22 Approximately ten mature ages accordingly another investigation, gave by the Secretary of the Department of Education announced that the United States of America was at risk because of a â€Å" rising tide of averageness that compromises the actually in the future of the country.23 In 1988 a solid promoter of the talented in America, United States Senator Jacob Javitz was perceived in a section which, bearing his name tried to gracefully capital for inquire about â€Å" into the best plans to help capable understudies † in America and by putting â€Å" students from hapless foundations, non-English † talking foundations and ‘the han dicapped to partake in capable guidance. â€Å" 24 Ten mature ages after the â€Å" State at Risk † study gave by the United States Department of Education, another examination was given by the United States Department of Education entitled â€Å" National Excellence † . In this 1993 investigation sketch how America ignored skilled understudies in the state and offered a few suggestions on the best way to proceed.25 In 1998, â€Å" the National relationship for Gifted Children distributed a papers entitled â€Å" Pre-K-Grade 12 Gifted Plan Standards † to flexibly direct in seven cardinal nations to design helping skilled and capable students † 26 At long last, in the Twenty first century the â€Å" No Child Left behind resolution law was sanctioned. This law viably reauthorizes the Elementary and Secondary Education Act. â€Å" The Javitz plan is remembered for NCLB, and extended to offer competitory statewide awards. † The meaning of the term skilled was altered.

Magical Attic Friends Storytime Coloring Page

Magical Attic Friends Storytime Coloring Page This fine-detail coloring page incorporates basic shapes and lines Help children develop fine-motor skills and shape recognition with this Magical Attic coloring page featuring all of the friends gathered for storytime in the library. This printable features basic shapes (square, rectangle, circle) and fine-detail images to build skills and creativity. BCP Imagines BCP Imagines BCP Imagines designs and develops unique multimedia that brings children and their families creative, fun, shared experiences. Our award-winning cross-platform content encourages creative learning, expression and play while helping kids of ALL ages open their imaginations and look at their world in a new way. BCP Imagines' multi-award winning series Drawing with Mark brings the joy of learning to draw to all ages. The Magical Attic?, where anything is possible,? was created to help foster imagination and creative play while encouraging positive attitudes emphasizing the important lessons of kindness, friendship and helping others. Visit the Magical Attic store or purchase the Drawing with Mark collection!

Essay about The Impact of the RSS Breach on Critical...

RSA is a division of EMC Corporation that offers security products to businesses and government agencies. RSA’s flagship product is SecurID, a combination of two-factor authentication tokens (hardware and software) and the associated server software used in their implementation. This product aims to deliver secure remote access, including access to critical infrastructure. In 2009, it was estimated RSA had â€Å"about 40 million tokens and 250 million mobile software versions deployed in over 25,000 organizations†, including banks, government, manufacturing, and pharmaceutical companies (Rashid, 2011). In this paper we will examine the 2011 breach of RSA involving the SecurID product, the incident response and recovery, mitigation strategies,†¦show more content†¦Through a coordinated effort, RSA worked with law enforcement, the intelligence community, and other commercial entities. RSA’s actions stand in contrast to many corporations that do not acknowledge breaches of sensitive information systems for fear of alarming shareholders and exposing the corporation to lawsuits (Gross, 2011). Even when evidence points to nation-state involvement (most often China), many companies still refuse to acknowledge breaches. The â€Å"fear of offending the Chinese and jeopardizing their share of that country’s exploding markets† is reason enough to remain quiet (Gross). Despite mounting evidence, the â€Å"U.S. government, for its part, has been fecklessly circumspect in calling out the Chinese† (Gross). Incident Recovery Recovery after the breach at RSA was not limited to the RSA environment. Due to the widespread implementation of RSA tokens across industry and government agencies (and its contractors) the breach had far-reaching implications across multiple sectors. In an attempt to mitigate potential attacks on its customers’ environments related to the stolen information, RSA outlined nine steps customers could take to harden their IT infrastructures and reduce their chances of being breached (Gov InfoSecurity). While the recommended steps were followed by defense contractor Lockheed Martin, they were later breached in an attack related to the initial RSA breachShow MoreRelatedCSEC 610 Individual Assignment Essay3186 Words   |  13 PagesImportant Vulnerability, Impact Solutions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 Cyber-security demands are ever increasing in the field of Information Technology with the globalization of the internet. Disruptions due to cyber-attacks are affecting the economy, costing companies billions of dollars each year in lost revenue. To counter this problem corporations are spending more and more on infrastructure and investing to secure theRead MoreBusiness Information Systems31162 Words   |  125 Pagesion%20Systems.pdf Text Book: Laudon amp; Laudon, Essentials of Business Information Systems, 7th Edition, Pearson (Prentice Hall), 2007 Chapter 1 Business Information Systems in Your Career Multiple Choice Questions 1. One of the recent critical challenges facing Major League Baseball was: a. poor coordination between local and national sales channels. b. poorly managed sales channels. c. outdated information systems. d. decreasing ticket sales. Answer: d Difficulty: Medium Reference:Read Moremarketing plan Essay21150 Words   |  85 Pagesto assess 1.3: provide selected data and ask students to undertake quantitative analysis and interpret their findings 50 1.2 Analyse market trends and developments for their potential impact on business Group task: access information undertake analysis of information determine potential impact of identified trends 1.3 Use measures of central tendency or dispersion and correlations between sets of data for quantitative interpretation of comparative market data Introduce, withRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 Pages The Clarion School for Boys, Inc.– Milwaukee Division: Making Information Systems Investments CASE STUDY IV-2 FastTrack IT Integration for the Sallie Mae Merger CASE STUDY IV-3 IT Infrastructure Outsourcing at Schaeffer (A): The Outsourcing Decision CASE STUDY IV-4 IT Infrastructure Outsourcing at Schaeffer (B): Managing the Contract CASE STUDY IV-5 Systems Support for a New Baxter Manufacturing Company Plant in Mexico CASE STUDY IV-6 The Challenges of Local System

Pluto First Reconnaissance Complete

As the  New Horizons mission flew by the small planet Pluto on July 14, 2015, collecting images and data of the planet and its moons, an amazing chapter in planetary exploration began to unfold. The actual flyby occurred early in the morning on July 14, and the signal from New Horizons telling its team that all went well arrived at Earth at 8:53 p.m. that night. The images told the story that people had been waiting on for nearly 25 years. The spacecraft’s cameras revealed a surface on this icy world that no  one expected. It has craters in some places, icy plains in others. There are chasms, dark and light areas, and regions that will take some detailed scientific analysis to explain. Scientists are still getting a grip on understanding  the scientific treasure trove theyve uncovered at Pluto.  It took 16 months for all the data to make it back to Earth; the last bits and bytes arrived in late October 2016. Pluto Up-Close The mission scientists found a world with amazingly varied terrains. Pluto is covered by ice which itself is darkened in many areas by materials called tholins. They are created when ultraviolet light from the distant Sun darkens the ices. The surface of Pluto appears to be covered with newer, fresher ice in the bright areas, along with craters and long-running cracks. Pluto also has mountain peaks and ranges, some as high as those found in the Rocky Mountains in the United States. It now appears that Pluto has some kind of heating mechanism under its surface, which paves parts of the surface and shoves mountains up through others. One description likens Plutos interior to a giant cosmic lava lamp.   The surface of Charon, the largest moon of Pluto seems to have a reddish dark polar cap, possibly coated with tholins that have somehow escaped Pluto and were deposited there.   The mission scientists knew going into flyby that Pluto has an atmosphere, and the spacecraft actually â€Å"looked back† at Pluto after it passed by, using the light of the Sun shining through the atmosphere to probe it. That data tells more precise information about the component gases in the atmosphere, as well as its density (that is, how thick the atmosphere is) and how much of each gas is there. They are looking mostly at nitrogen, which is also escaping the planet to space. Somehow, that atmosphere is replaced over time, possibly by gases escaping from beneath Plutos icy surface. The mission took an in-depth look at the moons of Pluto, including Charon with its distinctly gray color  and dark pole. The data from the spacecraft will help them understand what the icy components are on its surface, and why it appears to be a frozen world with little of the internal activity that Pluto exhibits. The other moons are smaller, oddly shaped, and move in complex orbits with Pluto and Charon.   Whats Next? The data from New Horizons  has all arrived after 16 months of trickling back across the great distance between Pluto and Earth. The reason it took so long for the flyby information to arrive here is that there was a lot of data that must be sent. The transmission is only 1,000 bits per second across more than 3 billion miles of space. The data have been described as a â€Å"trove† of information about the Kuiper Belt, the area of the solar system where Pluto orbits. There are many questions that remain to be answered about Pluto, which include â€Å"Where did it form?†Ã‚  Ã¢â‚¬Å"If it didn’t form where it currently orbits, how did it get there?†Ã‚  and â€Å"Where did Charon (its largest moon) come from, and how did it get four other moons?† Humans spent more than 85 years knowing Pluto only as a distant point of light. New Horizons revealed it as a fascinating, active world and whetted everybody’s appetite for more! Heck, its probably not a dwarf planet  anymore! The Next World is in View Theres more to come, especially when New Horizons  visits another Kuiper Belt object  in early 2019. The object 2014 MU 69 is along the spacecrafts path out of the solar system. It will sweep by on January 1, 2019. Stay tuned!

Middle School Book Report Format Free Essays

Middle School Book Report Format Thesis idea: This book is unique – Do not use the word â€Å"unique† anywhere in the report. Use your thesaurus to find a better word! Paragraph Order: 1. 2. We will write a custom essay sample on Middle School Book Report Format or any similar topic only for you Order Now 3. 4. 5. 6. Introduction Setting Characters Plot Plot Resolution Conclusion Paragraph Description: I. The introduction contains the thesis idea. II. The setting describes the time period and location. III. The section on characters mentions minor groups of characters but names and describes the major ones. IV. The plot explains what the major character attempts to do: o discover to overcome to adapt to become to mature to solve to learn to conquer to find V. The plot resolution – How are the final problems solved? How does everything work out? What is the final attitude of the main character(s)? VI. The conclusion – an evaluation of the book as a literary work. What was the author’s purpose? Does the book teach a lesson or a moral? Are the characters role models? Why is it recommended? Introduction: Sentence Order Example 1. Arouse the reader’s interest with an attention grabbing question. How would you feel if a tornado suddenly lifted you away to a new land? 2. Name the character(s) in such a situation. Name the book title and author. Such an adventure happened to Dorothy in the book, The Wizard of Oz, by Frank Baum. 3. Present the thesis sentence: why the book is unique: Although there have been similar books, this book is unique because who? does what? and where? Although there have been other children’s adventure stories, this one is unique because Dorothy helps the Tin Man, Scarecrow, and Lion find the qualities they seek while raveling with her in the land of Oz. Topic Sentence Suggestions: Setting One reason this book is appealing is setting. Characters Another reason this book is different is its characters OR is that its characters are all†¦. (brief description). Plot In addition to the setting and characters, the plot adds (or the problems add) to the distinctiveness of the book. Plot Resolution The way in which the problem(s) is solved is totall y unexpected. Conclusion For these reasons, this book is appealing OR therefore, for these reasons, this book is recommended. How to cite Middle School Book Report Format, Papers

Japanese Table Manners free essay sample

Japanese table manners Japanese etiquette is to try to figure out someone elses mind all his life. It can be imagined, the Japanese table manners, that is, a guess mind games, we maintain a polite, but ignored each other have high hopes, I really do not really, but is secondary. It sounds really enough it was great! Do you think the Japanese polite and thoughtful world-class reputation, is a casual white-earned do? Sanwuzhiji in Hong Kong and the Japanese restaurant for dinner, of course, does not matter; once with the Japanese on the high-level restaurant, or go to Japan, a local meal, the following etiquette, it is best to know.The first tactic: Elderly guests advanced A group of people come to restaurants, which one should come first, which one first, take a seat? Is usually the oldest. If there is a middle-aged virgin females will think it is one bogey collapse I collapse I bowl? If guests, you are in by the guests first, nothing to do with age. We will write a custom essay sample on Japanese Table Manners or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once the host to invite you first, you are happy not only to obey, but also gently bowed, expressed his thanks. The second tactic: The thank you for the beginning of the end People do not blame ceremony, ceremony, people think youre a small but strange.Prior to a real meal, say kind words, even if not very practical, but will not offensive. Before starting chopsticks, we can say Itadaki-masa (sound: easy to him that he key Marsh), expressed their gratitude hospitality, although the chef can not hear your appreciation of their bills are paid, but not critical; eaten dinner , say Gochisou-sama (sound: Costa Ricas Zoysa mother), indicating very good to eat, thank you, really it really delicious, not very important.Read the Japanese TV dramas friends, found that all of the actors and actresses, once the food into the mouth, they will face up to, or narrowing his eyes, high spirits saying oishii (sound: Whine Shi), which is really used to the dinner table etiquette, how the food tastes is another matter, and that a oishii, is the host and cook dinner expect to hear. Do you think it hypocritical? Now listen to those who are not very careful to listen to you then why does the authenticity of being too inflexible and dead stupid! The third tactic: chopsticks scholarship Traditional Japanese cuisine, are used chopsticks.Since we are all chopsticks nation, should not have to say, but there are some things that have to say: Grip the end of the tachyon is not the middle or low position. No chopsticks, they can put chopsticks lying on your front, chopstick tip to the left. Do not leave chopsticks inserted into the food, especially rice, only a funeral on the Altar before the chopsticks inserted into the rice inside. Delivery food, avoid food with chopsticks to avoid each other can not be passed around, and only after cremation in the funeral of skeletons before they are passed to chopsticks. Do not mean to refer to the holding chopsticks, play command; certainly not pointing at the same table, and this action implies the other to leave. Make big eating food, then clean the other side of chopsticks can be used to separate the food. The fourth tactic: Shu Shu sound of praise Yin Tang, whether the food we eat soup while eating side of the issue Shu Shu sound is not only widely accepted, and was even regarded as a compliment to the chef, this ritual is simply nothing in common with the West. Did not issue Shu Shu sound, but was considered to be weird.I do not know how to send a beautiful, consistent with the needs of Japanese nationals, Shu Shu sound? Please refer to the neighborhood diners to sit. 5th tactics: Sushi 1 1 Can use chopsticks to eat sushi, or hand. In general, the grip is to require patrons an eating sushi, once put into a few eloquent eat sushi, sushi will completely destroy the beauty of form, into a pool of smashes. 6th tactics: to eat one a leak The dish or bowl of food one does not leak to eat dinner is seen as the master of respect, but also is a chef praise.If the dinner host was a very important person to you, even if you eat like hell,d like to stick to the end a meal. So, please pay early attention to the nature of the dinner, if necessary, with an empty stomach debut. 7th tactics: finish on the back to in-situ After dinner, try and take away the cup and saucer bowl and chopsticks came to power when the original reply, for example, dish bowl back into the original position and covered with the original Wangai, hot pot on the original Wangai, pot cover, the chopsticks back in situ and so on. 8th tactics: drinking glass of your fill of thisIt seems that the Japanese diet may well be a heavy cooking show. Of course, not every restaurant for every kind of food supplied, there are master chefs strive for perfection in performance, even if the kiosk operators, they are proud of the quality of food. Proper washing and fresh-cut method is the basic requirement of Japanese cuisine. Now, thanks to the popularity of greenhouse farming, and many in some seasons only get food to eat, and now has a year-round fresh products. Nevertheless, the Japanese still prefer seasonal food, because fresh is always put first.Also worth mentioning is that, in fact, a lot of the influence of China, Japan diet, many food is imported from China, and As which case the contents of the coming years we will be mentioned. However, there is a saying that, since ancient times, Chinas Book of Changes yin and yang of the Tao, which will affect the beauty of Japanese cuisine, taste and cooking methods. From the five elements in the evolution of law over the flavors of the dish colored five basic argument has been circulating since.The so-called flavors are spicy, sour, bitter, sweet, salty; colored refers to white, black, red, blue, yellow; 5 Law means the Health, baked, boiled, steamed, fried cooking methods. Can be seen, the Japanese diet is more intensive and delicacies. In order to maintain the original flavor of raw materials, pay attention to color, smell, taste, attention to seasons sense of rhythm, and Sheng Cai, different dishes in different seasons, choose the color, shape, texture corresponding containers. These carefully is the perfect mix of Japanese cooking!

Comparing and Contrasting Picasso and Escher essays

Comparing and Contrasting Picasso and Escher essays All modern artists are the same, right? Wrong. The two artists I will be discussing, Pablo Picasso and M.C. Escher, though they have some similarities, are also very different. Though they are from the same general era, the tone of their artwork, their drawing styles, and some of the types of media they used. Both artists have similarities, though their differences are more numerous. Both artists are from the modern art period, meaning their art was done in the last century or so. Their art is also abstract, at least in the very general sense of the word. Hidden meanings also seem to abound in each artists' works. Then there is the first major difference, which is the tone of the pieces. Pablo Picasso's work is often very emotional. When you look at a Picasso, you often get the impression of what the artist was feeling at the time that the art was created. In his paintings, he often uses different colors (both hot and cool) to express emotions. The tone of Escher's works, however, is somewhat different. His are very mathematical. They feature, for instance, tessellations, optical illusions, and impossible figures. M.C. Escher also seems to like to draw houses, having many pieces of artwork featuring houses of all dimensions and shapes. Even though Escher's works are mathematical, he manages to keep them interesting. Top halves of houses turn into a network of upside down staircases and rooms, and in one particular tessellation a lizard is crawling its way out of the pattern. Though their styles are both generally abstract, there are many aspects of their styles that are not the same. Picasso's style, for instance, is very imprecise. The bodies of the people or objects he paints (or sculpts) are generally out of proportion - without detracting from the general sense of balance in the piece. Some, however, don't so much seem balanced, more like...rightfully unbalanced, if you catch my meaning. Also another observation is that Pica...

How to Play the Taxi Cab Improv Game

How to Play the Taxi Cab Improv Game The Taxi Cab improv game can be played with three to six performers. Its a fun icebreaker game for parties or you can use it as a classroom activity for theater, drama, or improv classes. It is suitable for all ages and can be played by children or sharp-witted members of improv groups. No matter what the level, it is fun to watch and fun to perform. How To Play the Taxi Cab Game Select one performer as the taxi cab driver and two or more performers as passengers.Set up one chair for the taxi-cab driver and several chairs for the passenger seats.One performer plays the role of the cab driver. He/she starts the scene by pantomiming driving. Feel free to develop a funny, quirky cab driver character. After a few moments of driving, the performer spots a customer.The passenger hops into the back of the cab. Now, heres where the game begins. The second performer playing the role of the passenger should have a distinct personality. This should be assigned before the start of the game and known to the other performers.The gimmick is that the cab driver adopts the personality traits of his customer. When a new performer (a new passenger) enters the scene, the cab driver and the other passengers emulate the new personality/behavior. The passengers explain to the driver where they are going and what they plan to do.After the passengers have interacted with one another, the cab driver will start to drop off his/her customers. When a passenger is dropped off and exits the scene, everyone switches personality again, until  eventually, the cab driver character is alone again and back to the original personality. A director or teacher may want to use a timer to cue when the next passenger will enter or exit the cab to keep the game flowing. This can be varied. If the performers are on a roll, the director can let it continue longer. If they arent doing well with a  character, the director can cue the next passenger swap to keep the game lively. Passenger Personalities The personalities can be prepared in advance by the director or teacher or they can be taken as audience suggestions before the beginning of the game. A secretive British agent.A snobby opera singer.A hyper 4-year-old.A friendly, overly talkative old woman. For advanced improv groups, each performer may come up with their own passenger personality and not reveal it until they enter the cab. This presents more of a challenge for the others to emulate it. Another wrinkle is to take audience suggestions during the game. For the best flow, it can be good to assign audience members to call out a passenger personality rather than have several people competing with suggestions. Dramatic Skills Used in the Taxi Cab Improv Game This activity develops a performers emulation ability. How well can the actor mimic the style of another performer? How quickly can an actor change his or her character? What ranges of emotions can the actors express? Teachers and directors should encourage their cast to try as many new personalities and emotions as possible. Have fun with the game and dont forget to give the cabbie a decent tip.

Journalistic free speech and the Charlie Hebdo terrorist attacks, Essay

Journalistic free speech and the Charlie Hebdo terrorist attacks, whether or not there should be a limit to free speech - Essay Example The paper elaborates on the right to the ‘freedom of speech’ in journalism and consequences of such speeches on masses. The paper even focuses on the views of different reporters and scholars about the freedom of speech in journalism. The different sources of disagreement that is prominent in the society majorly reflects on various concepts for the development of overall understanding of the masses about the messages that are being represented may lead to a huge amount of distress. The freedom of speeches of the different reports can even lead to an amount of distress among the different community group. This can even lead to an amount of mental blockages as well as lead to situations of conflicts. The disclosures and details that are portrayed by the reporters even create an amount of cognitive blockages and affect the overall societal settings. The journalists who detail about the social dogmas related to the religious beliefs often portray it so bluntly that it can actual hurt the beliefs of the people. Moreover, Charlie Hebdo’s cartoons that provoked different communism and terrorist attacks were viewed by some to be hurting the sentiments of masses and other the other hand, some supported the views (U SA Today, â€Å"Paris slaughter cant silence free expression: Our view†). For instance, , â€Å"the decision by most Irish newspapers not to reproduce the more provocative Charlie Hebdo cartoons is a betrayal of free expression† (Brady, â€Å"Right to offend does not require journalists to offend†) This reflected that the overall development of the freedom of speech and the way they are being used by the different sections of the society are often leading to offensive attitude of the masses dealing in different sectors. Specifically, while elaborating on sensitive issues such as the religious beliefs, chances of controversies from various sectors of the society must be acceptable. However, Zagano ‘The

Ethics Boards. Should IRB set common rules for researchers Case Study

Ethics Boards. Should IRB set common rules for researchers - Case Study Example In America, the Institutional Review Boards is a body charged with responsibilities of ensuring that the aforementioned concerns are addressed amicably so that research can be conducted appropriately hence providing reliable findings that will change the complexity of human life. in this particular case, a conclusion will be drawn based five studies case that has indicated how unethically conducted research can affect the normal life of individuals. Considering the first case, the researchers carried out the study on the effectiveness of penicillin in curing syphilis. It is paramount to state that they acted unethically by overstretching the freedom bestowed on them. as such, they acted with least responsibility and disrespect to humanity. In the second case, the researchers disregarded the cultural practices of particular people through excavating of their keens’ remains. Similarly, with the third case, the procedures that involve getting approval by the IRB is quite restricted. As such, it is hard to get approval making some researchers disregard the regulatory body. In the fourth case, the IRB is accused of unethically derailing some mega projects on grounds that they are unethical. Finally, the fifth case concerns researchers who dishonestly obtains human specimen such as blood without properly informed consent. All researchers should seek guidance and authorization before carrying its preliminaries. In addition, they should present the research proposal beforehand to allow experts to give their opinion for or against the procedure.

Developing Competent Reader In Classroom

Developing Competent Reader In Classroom The definitions of read and reading from the Longman Dictionary of Contemporary English are: Read means to look at the written words and understand what they are mean. Reading means the activity of understanding the written words. There is a vast literature on the definition of reading. According to Spache and Spache (1969) there were a variety of definitions of reading due to the complexity and successive stages of reading development. Reading can also be described in a variety of headings such as reading for skill development, as a visual act, as a perceptual act as a reflection of cultural background and a thinking process. On the other hand, Williams (1984) defined reading as a process in which a reader looks at a text and understands what has been written. He further stated that reading does not mean a person needs to understand everything he reads because people read for different reasons and purposes. Reading by itself seems easy and simple but many studies have been carried out to show with scientific evidence that the act of reading is actually a very complicated process. According to Ponnusamy (1997), the first important description of reading and its process can be traced back as early as 1917 by Thorndike, a psychologist who coined reading as reasoning. The process of reading can best be described in an analogy written by Thorndike (1917) as cited in Ponnusamy (1997: 21) in which he described the reading process as: à ¢Ã¢â€š ¬Ã‚ ¦understanding a paragraph is like solving mathematics. It consists of selecting the right element of situation and putting them together in the right relations, and also within the right amount of weight or influence or force for each. The mind is assailed as it was bothered by every word in the paragraph. It must select, repress, soften, emphasize, correlate organize all under the influence of the right mental shape or purpose or demand. Thus, it appears that reading an explanatory or argumentative paragraph involves the same sort of organization and analytic action of ideas as those that occur in thinking supposedly higher sorts. ii) Definition of Competent Reader: In response to this question is how the term competent can technically have slightly different meanings for different individuals and families. The basic definition is that not only reading on a regular basis, but picking up at least some of the underlying message of what youre reading. If youre reading more for pleasure than work or school, then the key for competency is that youre enjoying the story and feeling like youre truly diving into the universe of the story when reading it. But as I just said, this term is one of those that is a fluid scale of meanings, so this is all just one point of view. In the English progression maps, the competent reader is briefly characterized as being able to read between the lines, seeing meaning that isnt stated directly and to deploy a wide range of active strategies to find and read texts for different purposes. Pupils who are becoming competent readers have secured sufficient reading strategies, such as phonics, contextual cues, word attack skills and sense of grammar, to tackle new and unfamiliar texts, with confidence, on their own. While they may still read hesitantly on occasions, they possess sufficient self-help strategies to hear their errors and self correct when necessary. They not only scan ahead to tackle longer, complex sentences; they are beginning to look beyond the sentence to paragraphs, chapters and whole text layout. Pupils at this stage read for meaning and are willing participants in the imaginative world of the text, visualizing, empathizing, and making judgements about what they read. 1. The Importance of Developing Competent Reader in Classroom Reading is a habit to be developed by oneself and it cannot be taught by teachers. Reading is an interactive process between the readers and the text. Knowledge means a deep understanding of topics and the language that the reader has acquired. The more the student reads the more are the chances of becoming a good reader. Teachers should implement various strategies in schools to bring individuals with good reading skills, for which he proposed extensive reading of easy and interesting books that would create interest in students to read and simultaneously improve vocabulary. In countries such as Malaysia, the challenges for any student writers of English are indeed great. In addition to having to learn to write (and write to learn) to meet the conventions and requirements of writing in the target language, they are expected to demonstrate a high level of linguistic competence to convey the intended message in their writing. In other words, to become competent writers, not only do they need to have a clear idea of the macro or top-down features that make the text cohere with other texts of the same discourse genre, they also need to be able to draw upon the relevant linguistic resources at the micro or bottom-up level to make the particular piece of writing cohesive (Celce-Murcia Olshtain, 2000). Within the literacy community, there are two distinct but complementary perspectives on reading development. The first perspective, prevalent in several well publicized documents and federal legislation (e.g., Snow, Burns, Griffin, 1998), deals almost exclusively with the early period of reading development, what might be described as emergent literacy. This early period is unquestionably a critical time in reading development, and there are virtually libraries devoted to basic dimensions of reading acquisition, including phonological awareness, vocabulary, and fluency (Adams, 1990) Yet, there is another view of reading development that extends well beyond the initial period of basic skill and process acquisition. This perspective looks at reading as a long-term developmental process, at the end of which the proficient adult reader can read a variety of materials with ease and interest, can read for varying purposes, and can read with comprehension even when the material is neither easy to understand nor intrinsically interesting. This particular orientation does not discount the emergent literacy view, but subsumes it as a first step in lifespan development. It is this second perspective of reading development-one less addressed in public and political rhetoric, legislation, and educational policies-that we examine here. Specifically, it is the goal to investigate how reading develops across the lifespan by building on the vast literatures in developmental psychology, cognitive psychology, expertise, motivation, and domain-specific learning, as well as reading research. There are important educational benefits accrued by viewing reading within such a lifespan developmental framework. For one, it helps us to consider the changes and challenges students and adults face once they journey beyond the early elementary grades. Currently, there is an increased awareness that more must be done to understand the nature of adolescent literacy (Alvermann et al., 1996; Moje, 2000) and adult literacy (Kruidenier, 2002; Nist Holschuh, 2000). The more we understand about adolescents and adults continued development as readers, the better we can provide for them. The approaches and interventions suitable for young readers taking their first steps toward reading competence are not likely to work for older children, adolescents, or adults, even if they still struggle to make sense of print (Alvermann, 2001). Not only have these adolescents and adults changed cognitively, physically, and socially, but the in-classroom or at-work literacy demands they face have changed as well (Nist Simpson, 2000). A lifespan developmental perspective would not stop in the early years or attend only to those who have yet to acquire the most basic skills or processes. Rather, it would consider reading from womb to tomb; that is, for all populations and for all phases of reading growth. If teachers understood the nature of changes that should occur in readers as they progress toward competence, and if teachers had some idea of the problems that might arise during that journey, then they could better formulate interventions or craft educational materials that might circumvent problems or ameliorate their effects (Pressley, 2001). For example, students motivations for reading are critical forces in sustaining their continued growth and development in the domain of reading (Guthrie Wigfield, 2000). Thus, educational programs intent on supporting students long-term reading development should give ample consideration to such motivational variables, including students interests and goals. 2. The Competent Reading Framework This reading framework is designed to emphasize on the active and interactive nature of reading. The aim of the COMPETENT reading framework is to develop COMPETENT, independent readers. The content and utility of two models of reading comprehension tests, the basic skills assessment model and the multiple choice cloze (MCC) model, are discussed. The basic reading competency model assesses the ability to read or infer basic meanings from a range of written or symbolic communication, as is necessary for daily living in this society. This limited analysis of the basic competency model suggests some degree of positive practical impact of the test; applications of this model are illustrated. Criticisms of this model state that such a test is not theoretically based, nor objectively reproducible, nor does it yield scores that provide detailed diagnostic guidance in the instructional process. The multiple choice cloze (MCC) technique was developed as one expression of the literal comprehension construct, viewed as the basic skill underlying the readers ability to infer explicit meanings from written language. Items in the test are objectively developed and derived from a theoretical framework, thus providing guidelines for interpreting the resulting test scores. Current developments suggest that these test results can be used to identify the kinds of materials that readers can comprehend at the literal level for specific purposes. The test also appears to offer a diagnostic capability with fairly clear-cut instructional implications 3. The Benefits of Competent Reading Framework. There are several key aspects of the Competent Reading Framework made it so effective in helping students to improve their own selves. Such as: Comprehensive Schools come to establish two to three hours of daily literacy instruction across all content areas Schools utilize a framework for addressing four important learning components: comprehension, fluency, word knowledge, and writing Professional development includes instruction, lesson planning, and evaluation and assessment of students Capacity Building Teachers become better prepared to plan and implement instruction that addresses students strengths and needs Teachers learn to choose research-based strategies that lead to increased student achievement Professional development extends to the administration to assure support of teachers efforts to improve literacy instruction Flexible The Framework is not a scripted program or commercial product, so it can be shaped to local contexts to better meet the needs of students School personnel can match their own styles, curricula, and materials to Framework guidelines All activities and staff development are designed collaboratively with each school Effective Adoption of the Framework has helped many schools accomplish remarkable gains in school reading achievement (Preliminary Analysis of an Innovative Framework for School Reading, National Science Foundation, 2001) This project was adopted system-wide in 2001 by the Chicago Board of Education and is now implemented in 600 Chicago schools, with 26,000 teachers, serving 437,000 students annually The Framework principles are consistent with recent finding of the National Reading Panel, and has been so effective that it is now used by hundreds of schools across the nation Services for Helping Schools The Chicago Reading Framework Project offers schools a wide range of possibilities to choose from when deciding on services. Schools can customize their professional development services by selecting from the following options: Ongoing Support School-wide support to implement the Reading Framework, focusing instruction on comprehension, fluency, word knowledge, and writing Consultations to assist teachers in developing more opportunities for reading and writing within language arts/reading and across the content areas Support for teachers in differentiating their instruction to meet the needs of heterogeneous classrooms Follow-up coaching to teachers that includes classroom observations, support within the classroom, in-class modeling of instructional strategies that support Framework guidelines, oral and/or written feedback, and co-planning to meet the needs of students Analysis of available student data to identify focused, measurable objectives, as well as appropriate instructional strategies to meet those objectives Participation in grade level meetings to present additional, grade-appropriate strategies and information Workshops Professional development that addresses the following key reading elements: phonemic awareness, phonics, fluency, vocabulary development, comprehension, and writing Workshops on a variety of topics such as assessment and evaluation, motivation, standards-based curricula, content area literacy, classroom management, among others Full day or half day workshops, developed in conjunction with reading specialists to address school needs, are available for the whole faculty Combine sound theory and practical classroom application to help teachers understand why and how to effectively utilize suggested ideas and strategies Include modeling, guided practice, and comprehensive materials to help teachers fully grasp what they learned during workshops and apply it in their own classrooms Leadership Consulting with administrators, reading specialists, and teachers to analyze school wide literacy efforts and determine long- and short-term goals Advising the principal and administrative team to assure consistent implementation of the Reading Framework across grade levels Assisting school leadership with monitoring and support of teachers efforts Encouraging teachers to support one another and take more of a leadership role themselves Collaborating with Reading Specialist and administrative team regarding techniques to address literacy improvement across the school Assessment and Evaluation Evaluation of all aspects of reading instruction and make recommendations for change when necessary Analysis of standardized test and other assessment data to guide plans for school improvement Periodic surveys and checklists for teachers and administrators to both assess the progress made toward goals and to determine future techniques to meet school and classroom objectives Training to assist teachers in interpreting multiple assessments to better address the instructional needs of students Regular classroom visits to collaborate with teachers to analyze their use of instructional time and strategies for reading instruction across the curriculum. 4. The Challenges and Potential Problems in Developing Competent Reader Reading is a very important skill as it is recognized as a necessary part of obtaining a better job and access to literature and knowledge. However, reading in a foreign language such as English might be a problem for some people. Snow, Burns and Griffin (2006) claim that there are three potential stumbling blocks in reading namely the difficulty in understanding and using the alphabetic principle, the failure to transfer the comprehension skills of spoken language to reading and the lack of motivation and appreciation for reading. They further add that children who face early reading problem lack prior knowledge and relevant skills such as the ability to produce words, the ability to distinguish sounds, the ability to master the mechanics of reading and the ability to identify letters. This difficulty leads to low motivation and can be problematic for language teachers as the motivation of needing to read is powerful (Nuttal, C, 1996 : 3). Nevertheless in order to help children to read it is important to get them to read extensively. Nuttal further adds that the latter is the easiest and most effective way of improving the reading skills. During reading, students may have difficulty decoding, and so have difficulty reading the words of their texts accurately. In addition, these students read too slowly, or lack fluency. As a result of their slow, la ­bored reading, they often do not comprehend much of what they read, and the attention they have to give to figuring out the words keeps them from understanding the text. All too often these students lack sufficient background knowledge about the topic of a text. They may have trouble connecting the ideas of a text. They often are not familiar with the vocabulary they encounter, and have trouble determining word meanings. Further, even when the students pos ­sess relevant background knowledge, they frequently are not able to acti ­vate it to help them understand what they read. Some readers also are unaware of text organization. They do not know enough about the organizational structure of narratives or the vari ­ous organizational structures of expository texts to help them read and un ­derstand. After reading, these students typically do not think about or reflect upon what they have read. They almost never seek out additional information about a topic. The cumulative effect of these difficulties is that they often lose confidence in their ability to read. Because reading is difficult for them and they cannot and do not read widely. As a result, they are exposed too much less text and so receive much less practice reading. Further, the practice they do receive is often frustrating, because many of the texts they are asked to read are too difficult for them. 5. The Ways to Instil More Interest in Reading among the Learners Theorists, psycholinguists and linguists have given many opinions pertaining to reading and the process of reading. Many agree that reading is a complex area (Ehri, 2001; Snow, Burns and Griffin, 2006). In the process of reading, the reader constructs meaning from written texts. In reading, readers go through certain processes. These processes are explained through the three reading models namely bottom-up, top-down and interactive models of reading. The bottom-up model emphasizes on print, wherein the readers decode the print in the form of letters and words into text, into phonological representations before constructing meaning (Nooreiny Maarof, 1998). The top-down model suggests that the readers guess the meaning in the text by making predictions about the print and construction of meaning with the guidance of prior knowledge (Ibid, 1998). The interactive model, on the other hand, combines both the reading models mentioned earlier. According to this model, our reading is said to occur at various levels through the interaction of physical texts on the page and our mental concepts. This model of reading reflects the underlying theory that supports it, namely the schema theory. Schema Theory is actually our background knowledge at work in the process of language comprehension (Hadley, 2000). ESL teachers can create a reading habit among learners by selecting books which are enjoyable to read. The criteria for selecting texts must be readability (ie . suiting the linguistic level of the reader) and suitability of content (ie . suiting the intellectual needs of the reader) . When books are appealing in colour and illustrations with little intimidation in language and content, there will be sufficient motivation to met any novice readers appetite to read. Besides this the teacher could also have a set of class library books which students can borrow. Some learners, once provided with reading materials will read quite happily with no further encouragement from the teacher, others will require further incentives . One way the ESL teacher can help is by setting tasks after reading a book. This provides a useful feedback to the teacher as to who is reading the most books and which books are most popular. Tasks include providing a guided book review format that the reader has to fill upon completion of a book and a class reading chart listing all the titles of books read on the horizontal axis of the grid with names of students on the vertical axis ofthe grid. By plotting, the chart will indicate the general progress ofreading in the class . It will be a good idea to ask the readers to relate a little ofwhat they read and perhaps hold class discussions on the more popular books read. The texts that are given to students are simple and interesting and help them in adapting in literary texts. In the classroom we might have a class of mix ability students and not always all the students find the texts simple per say. Teachers have to do their extra homework to make the texts either simpler for the weaker students or more difficult for the good students. Just to make the texts interesting and stimulating arent enough. Teachers need to be a good role model in promoting healthy reading habits. When students see for themselves that the teachers read and are knowledgeable automatically students would want to be like them. In short, being a good role model is very vital in teachers profession. The texts also must suitable for each level but we cant say that the language or vocabulary is not too difficult. Private reading can be a rewarding and self-sustaining activity for them, worthy of the time and energy they invest in it. They see what reading has to offer them. Pupils who are securely established as competent readers read with understanding at a literal level and can also read beyond the text and between the lines. They infer and deduce both hidden and implied meanings and, even though their inferences may not always be securely rooted in the text, they generally make sense. Pupils at this level deploy a range of imaginative responses to text, such as empathy, prediction and speculation. They may compare the world of the text to their own experiences and are able to make simple comments about a writers viewpoint as well as the effect of the text on the reader. In both fiction and non-fiction texts, pupils are able to pick out relevant points, supporting them by some generally relevant textual reference or quotation as well as identifying and making simple comments about the writers use of language and organizational features. 6. The Strategies to Nurture the Reading Habit among Malaysian Learners In view of this, something has to be done to reduce and if possible, to totally eradicate illiteracy among students. Therefore, to start with, teachers must be seen as role models for the students to emulate. Teachers must read a lot in order to keep abreast with the fast-changing information age. Teachers should involve themselves in reading because according to Eskey (1986. p.21, cited in Renandya Jacobs, 2002): Readingà ¢Ã¢â€š ¬Ã‚ ¦must be developed, and can only be developed, by means of extensive and continued practice. People learn to read, and read better by reading. This view on extensive reading as a reading habit is also shared by Krashen (1993, p. 23, cited in Renandya Jacobs, 2002) that through reading we develop a good writing style, an adequate vocabulary, advanced grammar and à ¢Ã¢â€š ¬Ã‚ ¦ becomes good spellers. Finnochiaro (1989) also suggests that teachers need to read to help facilitate their teaching-learning activity in the classroom as information obtained through their reading will help them keep in touch with current issues and to apply them in their classroom discussion. An effective teacher is a teacher who always keeps abreast with changes be it in teaching or learning aspects. In view of the above mentioned problems, the researcher would like to investigate the reading habits of teachers in the four schools. The poor reading habits among Malaysians can be seen in surveys conducted by the Ministry of Education on National Literacy in 1982 and 1996 (Kaur and Thiyagarajah, 1999). In the earlier survey, an average Malaysian citizen read a mere page or two a year whilst the later revealed an average of two books a year. In view of this, the research looked into the reading habits of teachers in four government-aided secondary schools (Mission Schools) in Kuching district. The study focused on the types of reading materials that they read, whether their teaching loads inhibit their reading habits, factors that influence their reading habits, time spent on reading and reasons for reading. Every one of us knows how to read, but how often we read and what kind of material we read? We cannot deny that reading is a very good habit, We can acquire the general knowledge by reading. That is why we are inculcated the reading habit by our parent and teachers since we are young. But, Malaysians have poor reading habit. Well, if you dont believe that, just check out the survey done by the National Library in 2005 to determine the profile of Malaysian readers. More than half of the 65,000 respondents answered that they read less than seven pages a day and those 10 years and above only read about two books a year. Now, it is the time to make the Malaysians realize the important of reading and make it as their habit. There are many reading materials around us, for example, newspapers, magazines and all kind of books. Maybe people feel that reading the words on the paper is a boring job in this technology century, therefore, a new kind of book is being created, that is, electronic book. The words are not lie on the papers anymore, but on the screen of computer and you can bring along it wherever you go. It is very convenience to the people nowadays, you just save the book you want to read in the computer, no matter how many of book you want to read, there is no the thick and heavy of the papers. Other than that, the government has already put effort into the programs that encourage the people to read more. Many programs have been organized, such as reading festival, reading campaign and so on. Although the efforts did not gain many supports from the public, we cannot deny the efforts were actually make an effect. Many of the people who were take part in those programs know the important of reading and make reading as their new habit now. Besides, the reading habit should be inculcated among kids. To do that, the role of parents and early education is very important. The parents must tell the children about the benefits of reading and make reading more interesting to draw their attention toward reading. Parents may read them a story before sleep and ask the child read the story in turn on the next day. In view of this problem, Malaysian Ministry of Education (MoE) attempts to implement more effective and efficient reading programs which are executed systematically and continuously via a long term program known as NILAM Program NP (Nadi Ilmu Amalan Membaca) or loosely translated as reading is the pulse of knowledge . Government schools or schools under MoE in Malaysia instructed to execute NP commencing from January 1999 in accordance to Circular Num.13/1998 dated 22 May 1998. NILAM: Concept Guide Book and Implementation in School published by Technology of Education Division, Ministry of Education of Malaysia (1998). The Education Ministry is widening the scope of the Nilam or Award to encourage more students from primary schools as well as secondary schools nationwide to read. The Nilam Award is a reading programme initiated by the Education Ministry in 1999 to inculcate the reading habit. Students are recognized at primary and secondary school levels according to the number of books they have read. To be awarded the Nilam Award at primary school level, students must read 360 books or more, while at secondary school level, they have to read 288 books and above. To qualify, students are required to record their reading activities in reading records. In turn, teachers must certify these records. Recognition is subsequently given to students based on the number of books they have read and reading activities, such as storytelling, that they have carried out. Other extensive reading programmes have also been implemented over the years such as Uninterrupted Sustained Silent Reading (USSR), Drop Everything and Read (DEAR) and the Book Flood Approach (Elley and Mangubahi, 1983 as cited in Renandya and Jacobs, 2002). The purpose of the programme is that readers read large quantities of books and other materials in an environment that nurtures a lifelong reading habit. While much effort has been put into reading campaigns and programmes, indication is that more and more Malaysians are not interested in picking up the habit. Malaysian students at the tertiary level have indeed shown our students poor regards for reading (Mohd Sallehudin 1994, as cited in Normah 2004). The recent, Read-a-thon Read2009 was to inculcate a love for reading and charity among the young. For the second year running, students throughout the country recently participated in Malaysias biggest reading marathon. This event was organized by Scholastic, the worlds largest publisher and distributor of childrens books. This years read-a-thon, titled Read2009: One Nation Reading Together, was supported by the Education Ministry and held in conjunction with its 1Malaysia Reading Camp. Read2009 was a simple name with a big message. Students read recreationally for 2009 seconds (33 minutes 29 seconds). Reading recreationally means that students choose a book of their choice, instead of regular school text. Students can read independently or together with their classmates and teachers. The objective of Read2009 is to inculcate students with a love of reading. The programme emphasizes recreation reading because students must be able to associate good feelings and pleasant memories with their reading experience; otherwise, it becomes a chore. Reading provides a valuable reinforcement of language and structures presented in the classroom. It also provides learners the opportunity to practice inferring meanings from the context where structures and vocabulary are unfamiliar. In addition, it enables the learner to reproduce mentally and vocally expressions and words present in any written form. Thus, consciously or unconsciously the learner begins to communicate effectively, using the knowledge acquired through reading. Extensive reading also provides the learner an opportunity to increase his reading speed, a skill rarely touched upon in the ESL classroom. As the student is reading for pleasure, chances are he will be eager to see what happens next and will therefore try to read faster. Moreover, as the learner is reading on topics that interests him, it increases his motivation and gives him a more positive attitude towards the target language. To acquire the habit of reading is to const

Organisational Structure Changes Essay

From the information provided it seems that the conflict is arising in the operational area between the manufacturing and marketing department. Both departments are seeking their own division goals and are neglecting the overall effect on the organization. Indeed the manufacturing manager is probably regarding the marketing section as the extra expense, while the marketing manager perceives the manufacturing branch as the threat. This conflict being at managerial level will most likely transmit to the section’s staff, increasing the divergence between the two. The problem not only lies at the departmental area, but also at executive stage. Indeed this conflict should be managed at top management level by adhering more to the marketing concept. The first change that should be implemented is in the organizational structure from a functional one to a category management combined with brand teams. Such structure consists of routing a category manager for each shoe product line. This team will comprise marketing staff, like brand managers, information specialists and sales people, and individuals from other departments, such as research and development professionals, finance manager and staff from manufacturing, distribution and more. By including manufacturing staff with marketing employees, one can diminish such conflict because the production people would realize that marketers work is important for the organization and thus the threat element will decrease. Top management should also commence showing the utility of each department for the organization, by for example preparing value added statements in order to further sustain the aforementioned point. If this conflict would still be present after such changes in structure, it might be necessary to perform changes in the operational management of such sections.

Solution to Case Problem Specialty Toys Essay example

Solution to Case Problem Specialty Toys 10/24/2012 I. Introduction: The Specialty Toys Company faces a challenge of deciding how many units of a new toy should be purchased to meet anticipated sales demand. If too few are purchased, sales will be lost; if too many are purchased, profits will be reduced because of low prices realized in clearance sales. Here, I will help to analyze an appropriate order quantity for the company. II. Data Analysis: 1. 20,0 00 .025 10,0 00 30,0 00 .025 .95 20,0 00 .025 10,0 00 30,0 00 .025 .95 Since the expected demand is 2000, thus, the mean  µ is 2000. Through Excel, we get the z value given a 95% probability is 1.96. Thus, we have: z= (x- µ)/ ÏÆ'=(30000-20000)/†¦show more content†¦According to the background information, we get the sketch of distribution above. Since z= (Q-20,000)/5102 =0.52, so we get Q=20,000+0.52*5102=22,653. Thus, the quantity would be ordered under this policy is 22,653. The projected profits under the three sales scenarios are below: Order Quantity =22,653 | Unit Sales | Total Cost | Sales at $24 | Sales at $5 | Profit | 10,000 | 362,488 | 240,000 | 63,265 | -59,183 | 20,000 | 362,488 | 480,000 | 13,265 | 130,817 | 30,000 | 362,488 | 543,672 | 0 | 181,224 | 5. From the information we get above, I would recommend an order quantity that can maximize the expected profit, and it can be calculated by the formula below: P(Demandlt;=Q) = C1/(C1+C2). The probability here suggests the demand that is less than or equal to the recommended order quantity, and C1 is the cost of stock out loss per unit, and C2 is the cost of unsold inventory per unit. According to the background information, Specialty will sell Weather Teddy for $24 per unit and the cost is $16 per unit. So, we can see that C1= $24 - $16 = $8. If inventory remains after the holiday season, Specialty will sell all surplus inventory for $5 a unit. So, C2 = $16 - $5 = $11. Therefore, we get P(Demand lt;=Q) = 8/(8+11) = 0.4211. And the sketchShow MoreRelatedGopi990 Words   |  4 Pages CASE STUDY SPECIALITY TOYS Specialty Toys- Specialty Toys, Inc. sells a variety of new and innovative children’s toys. Management learned that the preholiday season is the best time to introduce a new toy, because many families use this time to look for new ideas for December holiday gifts. When Specialty discovers a new toy with good market potential, it chooses an October market entry date. In order to get toys in its stores by October, Specialty places one-time ordersRead MoreSpeciality Toys.1487 Words   |  6 PagesThe Synopsis of the problem: Specialty Toys, a retailer of Children’s toys is planning to launch a new toy called â€Å"Weather Teddy†. Sales Managers at the stores are working relentlessly to forecast the most appropriate demand order quantity in such a way that profit could be maximized. 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Limitations and Constraints Report - 1398 Words

Introduction Sales of Good Act 1979 Consumer Protection from Unfair Trading Regulations 2008 Consumer Credit Acts 1974 and 2006 Consumer Protection (Distance Selling) Regulations 2000 Data Protection Act 1998 Voluntary Codes of Advertising Practice Pressure Groups Consumerism Introduction There are limitations and constraints on marketing activities because there are many ways in which people can abuse marketing techniques. Marketing needs rules because there are certain laws which people have to take in order to sell their products legally. Marketing could include selling dangerous products or products in†¦show more content†¦This act requires being clear on the product you are selling and to provide clear information, so the customers know what they are buying and can make good informed decisions on whether the product is good and suitable for them to buy. 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